LB 

T8 


MANUAL  TRAINING 


Cardboard 


Construction 


Trybom 


LIBRARY 

OF  THE 

UNIVERSITY  OF  CALIFORNIA. 

Class 


MANUAL    TRAINING 


Cardboard     Construction 


BY 


J.  H.  TRYBOM 

DIRECTOR  OF  MANUAL  TRAINING,  DETROIT,  MICH. 

GRADUATE  OF 

HARVARD  COLLEGE;    SLOYD  TRAINING  SCHOOL,  BOSTON;    MASSACHUSETTS 

INSTITUTE    OF    TECHNOLOGY   (SHOPWORK,    THREE    COURSES); 

LEHRERBILDUNGSANSTALT  FUR  KNABENHANDARBEIT, 

LEIPZIG,  GERMANY 

ASSISTED    BY 

ELLEN    F.    O'CONNOR 

TEACHER  OF  DRAWING,  PRINCE  SCHOOL,  BOSTON;    GRADUATE  OF 
MASSACHUSETTS  STATE  NORMAL  ART  SCHOOL 

AND 

ABBIE    E.    WILSON 

TEACHER  IN  THK  PERKINS  SCHOOL,  BOSTON 


SPRINGFIELD,  MASS. 
MILTON   BRADLEY   COMPANY 

1907 

NEW    YORK  BOSTON          '     PHILADELPHIA  ATLANTA  SAN    FRANCISCO 


GENERAL 


Copyright,  1899, 
BY  J.   H,   TRY  BOM 


INTRODUCTION 


A  FEW  PRINCIPLES.  -  -  The  aim  of  education  is  the  develop- 
ment of  power  beneficent  to  the  social  organism. 

TOJ  have  power  in  a  certain  field  of  activity  is  equivalent  to  re- 
acting in  the  proper  way  on  stimuli  pertaining  to  that  field.  \Y<- 
may  therefore  think  of  education  as  having  a  twofold  aim:  first, 
to  teach  how  to  react;  arid  second,  to  secure  the  taking  place  of  the 
proper  reaction.  In  other  words,  the  result  of  education  should  he 
knowledge  plus  will-power. 

Let  us  examine  very  briefly  the  role  interest  in  the  stimulation 
plays  in  regard  to  these  two  aspects. 

A  few  quotations  from  Baldwin's  "  Mental  Development "  will 
throw  some  light  upon  how  new  accommodations  are  secured,  and 
the  relation  of  interest  to  the  acquisition  of  knowledge. 

The  accommodation  of  an  organism  to  a  new  stimulation  is  se- 
cured, apart  from  happy  accidents,  by  the  continued  or  repeated  ac- 
tion of  that  stimulation.  We  must  suppose  the  development  of  a 
function  of  coordination  by  which  the  two  regions  excited  respec- 
tively by  the  original  suggestion  and  the  reaction  first  made  coalesce 
in  a  common  more  voluminous  and  intense  stimulation  of  the  motor 
centre.  A  movement  is  thus  produced  which,  by  reason  of  its 
greater  mass  and  diffusion,  includes  more  of  the  elements  of  the 
movement  seen  and  copied.  This  is  again  reported  by  eye  or*1  ear, 
giving  a  new  excitement  which  is  again  coordinated  with  the  origi- 
nal stimulation,  and  with  the  after  effects  of  earlier  stimulations. 
The  result  is  yet  another  stimulation  or  effort  of  still  greater  ma>- 
and  diffusion  which  includes  yet  more  elements  of  the  "copy."  And 
so  on  until  simply  by  its  increased  mass,  including  the  motor  ex- 
citement of  attention  itself,  by  the  greater  range  and  variety  of  the 
motor  elements  thus  enervated,  —  in  short,  by  the  excess  discharge,  - 
the  copy  is  completely  reproduced,  the  effort  being  successful.  Ob- 
serve a  child  trying  to  accomplish  a  difficult  exercise.  His  whole 

(3) 

166400 


4  [NTRODUCTION. 

physical  personality  Incomes  concentrated,  Tollowed  1»\-  convulsive 
discharge  upon  the  member  which,  by  habit  or  previous  use,  is  near- 
est to  the  copy  requirement.  lie  roll-  his  tongue,  bites  his  lip. 
sways  his  body,  works  bis  legs,  winks  his  eyes,  etc.,  until  every 
-••heming  nerve  and  tendon  bends  to  the  ta-k. 

An  examination  of  the  child's  earliest  voluntary  movement-- 
shows  the  growth  in  mass,  diffusion,  and  lack  of  precision  which  this 
theory  requires.  In  acquiring  the  associations  of  elements  involved 
in  -ucccssful  handwriting.  f«»r  instance,  the  young  child  uses  hand, 
then  hand  and  arm,  then  hand,  arm,  tongue,  face,  and  finally  the 
whole  body. 

The  effort  thus  succeeds  by  the  simple  fact  of  increased  mas- 
and  diffusion  of  reaction,  the  useless  elements  fall  away  because  they 
have  no  emphasis.  The  desired  motor  elements,  on  the  other  hand. 
are  reinforced  by  their  agreement  with  the  copy,  by  the  dwelling  of 
the  attention  upon  them,  by  the  pleasure  which  accompanies  success. 
Or  to  restate  the  above  principle  of  development  in  another  sentence 
of  Baldwin's,  it  reads:  Our  organism  begin-  with  a  susceptibility  to 
certain  organic  stimulations  such  as  food,  oxygen,  etc.;  these  when 
present  give  pleasure,  the  pleasure  is,  physiologically  considered,  a 
heightened  vitality  in  the  central  nuclear  processes;  this  heightened 
central  vitality  issues  in  a  motor  discharge ;  from  the  resultant, 
abundant,  and  varied  movements  of  this  excess  discharge,  those  are 
selected  which  bring  more  of  these  vital  stimulations  again,  ami 
these  finally  keep  up  the  vitality  of  the  organism  and  by  the  repeated 
excess  movements  provide  for  constantly  progressive  adaptations. 

Pleasure,  he  says,  is  physiologically  considered  a  heightened 
vitality  in  the  central  nuclear  processes,  and  this  increased  nervous 
vitality  means,  of  course,  a  greater  facility  for  accommodation,  that 
is,  a  greater  facility  for  acquiring  new  idea-. 

This  throws  some  light  in  a  most  general  way  upon  the  role 
interest  in  the  stimulation  plays  in  acquiring  knowledge. 

The  other  phase  of  power  is  the  part  played  by  the  will.  What 
significance  has  interest  in  the  training  of  the  will  '. 

Through  the  fact  that  some  stimulation-  appear  pleasurable  and 
other-  painful,  there  exists  on  the  part  of  the  organism  a  desire  to 
repeat  certain  movements  or  reactions  which  brought  about  the 
pleasurable  stimuli.  Thus  we  secure  the  voluntary  repetition  of 


certain  reactions  through  ihe  attitude  of  the  oro;mism  toward  pre- 
vious stimulations. 

This  shows  the  intimate  relation  <>f  interest  to  the  development 
of  will-power.  The  development  of  power  is  therefore  conditioned, 
in  the  first  place,  by  the  attitude  of  the  child  toward  the  stimulation. 
We  have  seen  that  interest  means  a  greater  mental  activity,  and  also 
the  possible  voluntary  repetition  of  tire  reaction  in  the  future.  The 
acquisition  of  knowledge  and  the  training  of  the  will  are  both  to  a 
great  extent  conditioned  by  this  attitude  of  interest. 

The  question  how  to  insure  a  continued  interest  is  therefore  of 
vital  importance.  What  are  the  conditions  underlying  this  attitude ; 
in  other  words,  what  is  interesting? 

In  a  general  way  it  is  true  that  the  useful  reactions  are  the 
interesting  ones.  If  it  were  not  so  life  would  soon  disappear.  But 
this  general  statement  helps  us  little,  as  we  continually  see  apparent 
exceptions  to  that  rule. 

We  may  distinguish  three  stages  of  interest  in  the  child's  life. 
What  gives  pleasure  at  one  stage  may  not  at  another. 

In  the  earliest  childhood  the  chief  source  of  interest  or  pleasure, 
giving  rise  to  innumerable  movements,  is  the  healthy  activity  of 
function.  At  a  later  stage  the  result  of  the  movement  is  the  vital 
point.  If  it  is  successful,  it  gives  pleasure.  The  consciousness  of 
power  is  beginning  to  appear  at  that  stage,  and  the  organism  is  begin- 
ning to  strive  for  self-realization.  That  which  manifests  his  power 
is  interesting.  At  a  still  later  stage  past  pleasures  attained  through 
a  certain  activity,  together  with  the  ease  with  which  the  reaction  takes 
place  through  habits  previously  formed,  will  strengthen  the  impulse 
to  be  reacted  upon  again.  In  other  words,  we  are  interested  in  what 
we  can  do  easily  and  well.  Thus  interest  depends  upon  power. 

The  objection  might  be  made  that  a  young  child  does  not  care 
about  power,  he  may  not  -even  be  conscious  of  acquiring  power 
through  the  exercises;  he  is  interested  in  making  something  useful 
for  himself  or  somebody  else.  On  the  contrary,  the  very  fact  that 
he  is  more  interested  in  making  a  box  than  a  simple  square  card,  for 
instance,  proves  that  the  theory  is  true.  The  making  of  a  box  which 
can  be  used  is  naturally  a  manifestation  of  ureaier  power  to  the  child 
than  the  cutting  out  of  a  card  which  might,  not  be  useful.  He  is 
delighted  to  show  it  or  give  it  to  a  friend,  feeling  happy  and  proud 


(;  INTRODUCTION, 

in  the  consciousness  of  having  produced  something.  The  element 
of  power  is  at  the  bottom  of  this  feeling. 

By  its  very  nature  a  continued  interest  must  be  a  growing  one. 
It  must  be  gradually  increasing  with  the  power  upon  which  it  is 
based.  It  may  without  so  very  great  harm  waver  somewhat  at  first, 
but  it  should  increase  gradually  as  greater  power  is  attained. 

How  can  we  insure  this  steadily  growing  interest  in  manual 
training  ? 

The  progression  of  the  exercises  should  l>c  such  as  to  manifest 
to  the  pupil  a  constantly  growing  power.  We  should  never  at  any 
stage  of  the  work  ask  a  pupil  to  do  what  he  cannot  do  well.  His 
work  in  manual  training  should  be  a  line  of  continuous  victories  over 
difficulties  gradually  increasing,  but  not  surpassing  his  power  at  any 
stage.  Continued  failure  i*  worse  than  no  attempt  at  all.  Success 
is  a  greater  factor  in  the  educational  value  of  manual  training  than  in 
any  other  subject. 

Let  us  now  try  to  show  through  a  synthetic  method  how  these 
successive  victories  over  difficulties  build  up  a  strong  will. 

Every  individual  effort  which  succeeds  in  a  certain  field  will 
add  to  the  consciousness  of  power  in  that  field.  By  a  certain  ar- 
rangement of  the  exercises  a  boy  is  able  to  get  high  credit  for  his 
work.  He  gets  the  approbation  of  the  teacher,  and,  furthermore, 
and  this  is  probably  the  stronger  factor,  he  sees  for  himself  that  he 
has  been  able  to  do  a  certain  task  well.  These  experiences  are  re- 
peated time  after  time.  Every  one  of  these  successful  efforts  will 
add  to  his  consciousness  of  power  in  the  field  in  question;  in  other 
words,  it  will  add  strength  to  a  habit  under  formation,  the  moral 
habit  of  confidence  based  upon  power. 

Confidence  means  a  clear  idea  of  self,  that  is,  a  strong  will. 

Success  in  a  task  is  the  condition  for  the  formation  of  this  habit. 
The  character  of  the  task  itself  plays  only  a  secondary  role. 

Manual  training  is  better  adapted  to  further  the  development  of 
this  habit  than  any  other  school  subject,  because  the  success  of  the 
effort  is  apparent  to  the  pupil.  He  can  see  for  himself  whether  he 
has  been  successful  or  not. 

It  is  evident,  howyever,  that  this  habit  of  confidence  is  as  many 
sided  as  there  are  fields  of  activity.  Manual  training  will  arouse 
confidence  in  one's  power  in  anything  where  similar  difficulties  are 
present.  Success  in  arithmetic  will  develop  confidence  in  one's 


INTRODUCTION.  7 

power  in  solving  arithmetical  problems  etc.:  hut  we  can  claim  for 
manual  training,  however,  n  wide  range  of  application  in  tin- 
respect,  on  the  ground  that  there  are  common  elements  in  all  field- 
of  manual  activity.  And  in  so  far  as  these  common  elements  exi-t. 
the  confidence  gained  through  a  systematically  arranged  course  of 
manual  training  can  he  carried  over  into  other  related  fields  of 
activity. 

There  is  another  more  or  less  general  habit  which  should  be  the 
particular  outcome  of  manual  training;  that  is,  a  certain  habit  of 
associating  attention  with  muscular  activity.  Manual  training  exer- 
cises should  be  so  arranged  that  attention  to  the  movements  of  the 
hand  and  arm  is  constantly  required  to  reach  the  desired  result.  The 
necessity  of  concentrating  attention  on  the  movements  of  the  hand, 
•and  the  muscle  sensations  arising  in  the  hand  and  arm  to  reach  this 
result,  will  tend  to  establish  a  habit  of  procedure  in  all  manual 
activity,  wherever  similar  elements  enter. 

If  these  results  of  manual  training  are  to  be  obtained  the  pro- 
gression of  the  models,  the  method  of  teaching,  and  the  character  of 
the  pupils'  work  must  conform  to  the  above  principles. 

THE  COURSE.—  The  following  set  of  models  has  been  planned 
for  the  fourth  and  fifth  grades  in  the  Boston  public  schools.  The 
children  in  these  grades  are  from  eight  to  ten  years  of  age.  The 
time  given  to  this  work  is  two  periods  of  one  hour  each  a  week.  It 
was  originally  planned  for  the  boys  while  the  girls  were  sewing,  but 
it  has  been  tried  and  found  successful  with  classes  of  girls. 

The  instruction  during  the  first  few  models  should  be  given  in  the 
form  of  minute  directions,  each  step  being  carefully  dictated.  Later 
in  the  course  the  pupils  can  work  more  independently  from  a  draw- 
ing of  the  development  of  the  model,  and  during  the  second  year  a 
great  deal  of  independent  effort  on  the  part  of  the  pupil  may  be 
brought  out  by  working  from  a  perspective  sketch. 

For  the  educational  value  of  the  work,  the  first  few  lessons  are 
of  the  greatest  importance.  In  these  the  foundation  is  laid  for  a 
certain  working  method,  a  certain  procedure  in  doing  the  work.  If 
the  teacher  does  not  emphasize  during  these  earlier  lessons,  over  and 
over  again,  that  the  pupils  must  work  slowly  and  carefully  so  as  to 
reach  accurate  results,  the  value  of  the  more  interesting  cutting  and 
pasting  exercises  later  will  be  seriously  impaired. 


8  INTRODUCTION. 

In  the  second  year  numerous  parallel  models  are  introduced  so 
as  to  give  an  opportunity  for  choice.  The  same  thing  is  possible  in 
the  first  year  also,  as  the  number  of  the  models  is  much  greater. 

This  course  would  be  most  successful  in  the  hands  of  the  regular 
grade  teacher,  but  it  would  form  a  legitimate  part  of  the  work  of 
the  special  teacher  in  drawing. 

A  working  drawing  on  paper  of  the  development  of  the  model 
should  precede  the  drawing  on  the  cardboard.  This  rule  should  be 
strictly  enforced  in  the  first  year  and  the  greater  part  of  the  second. 
Some  of  the  later  models  in  the  second  year  might  be  drawn  directly 
on  the  cardboard. 

Books  in  which  to  make  the  drawings  are  desirable,  because 
greater  care  will  be  taken  by  the  pupils  as  to  neatness  and  accuracy, 
and,  as  these  books  will  become  the  property  of  the  pupil,  they  will 
lead  to  activity  at  home  and  thus  furnish  an  interesting  occupation. 
A  book  whose  size  is  especially  adapted  for  the  drawings  of  this 
course  has  been  prepared,  in  which  perspective  sketches  of  some  of 
the  models  are  given.  These  sketches  will  add  interest  to  the  work, 
and,  far  from  serving  as  something  to  copy,  they  will  lead  to  inde- 
pendent activity  by  furnishing  the  pupils  with  problems  of  con- 
structing the  development  of  a  model  from  a  perspective  sketch. 

The  first  experiments  with  this  course  were  begun  in  the  Prince 
and  Horace  Mann  Schools  in  1897,  and  the  authors  wish  to  acknowl- 
edge their  indebtedness  to  the  principals  of  these  schools  for  assist- 
ance and  encouragement  during  the  earlier  experimental  stage  of  the 
work. 

The  problem  of  manual  training  in  the  lower  elementary  grades 
is  one  that  at  present  attracts  a  great  deal  of  attention.  The  value 
of  the  subject  in  these  lower  grades  has  until  lately  been  almost 
overlooked.  We  believe  the  time  is  coming,  however,  when  the 
relative  value  of  manual  training1  in  the  different  grades  will  be 
examined  with  greater  care,  and  AVC  are  confident  that  the  verdict 
will  be  that  the  educational  value  of  manual  training  will  be  found 
greatest  in  these  lower  grades. 

This  work  has  been  compiled  in  the  hope  that  it  may  prove  of 
some  help  in  solving  this  important  problem  of  manual  training. 

BOSTON,  June,  1890. 


EXERCISES,  INSTRUMENTS,  AND  MATERIAL. 


USE  OF  SCISSORS.  —  Hold  the  scissors  with  the  thumb  and  second 
finger. 

Cut  slowly  on  the  line  with  light  coming  from  the  left. 

Begin  to  cut  as  near  the  pivot  as  possible  and  avoid  cutting  the 
whole  length  of  the  blade.  The  cutting  action  of  the  scissors  can 
be  better  controlled  if  only  short  distances  are  attempted  with  each 
cut. 

The  scissors  should  open  with  ease,  but  the  joint  must  not  be 
too  loose.  It  is  well  to  have  a  piece  of  cloth  to  wipe  off  the  scissors 
after  and  particularly  before  using,  as  the  dust  which  may  have 
collected  between  the  blades  often  makes  the  scissors  open  with 
difficulty. 

Good  scissors  can  be  bought  for  $1.80  to  $3  a  dozen,  and  no 
cheaper  ones  should  be  used  for  this  work.  Scissors  five  to  six 
inches  in  length  are  convenient  sizes. 

Select  such  as  have  one  blunt  point.  After  having  been  sharp- 
ened this  is  used  for  scoring  in  the  second  year. 

FOLDING. — In  folding  place  one  edge  of  the  rule  on  the  dotted 
line,  and  with  the  fingers  placed  under  the  cardboard  bend  it  upward 
towards  the  rule,  creasing  it  to  an  angle  of  ninety  degrees.  Then 
remove  rule  and  press  the  crease  more  firmly.  In  creasing  small 
surfaces,  like  laps  for  instance,  it  is  well  to  use  a  small  paper  folder 
instead  of  the  fingers  for  bending  the  cardboard. 

The  above  applies  to  the  folding  in  the  first  year  and  the  first 
eight  models  of  the  second  year.  For  the  rest  of  the  models  in  the 
second  year  a  thicker  grade  of  cardboard  is  used,  and  the  folding  is 
done  after  scoring  with  the  blunt  point  of  the  scissors. 

PUNCHING.  -  -  This  exercise  is  done  with  an  ordinary  conductor's 
punch,  which  makes  a  hole  J"  diameter.  It  is  desirable  to  have 
one  punch  to  every  six  pupils  in  the  class.  After  having  located  the 
places  for  the  holes  each  pupil  in  turn  can  punch  the  holes  in  his 
model. 

(9) 


10  EXERCISES,  INSTRUMENTS,  AND  MATERIAL. 

TYING.  —  The  pupils  should  be  taught  how  to  tie  a  square  knot. 
This  might  best  be  illustrated  to  the  class  by  showing  the  position  of 
the  two  ends  with  a  thick  piece  of  string  or  cord. 

Knitting  cotton  serves  the  purpose  best  because  it  fills  up  the 
holes  and  so  gives  a  good  appearance  to  the  model,  but  any  kind  of 
twine  may  be  used. 

PASTING.  —  It  is  a  good  plan  to  have  each  pupil  supplied  with  a 
five-cent  tube  of  photo-library  paste,  but  a  far  more  inexpensive, 
although  not  so  convenient,  way  is  to  buy  large  tubes  and  distribute 
the  paste  on  pieces  of  paper.  It  may  be  conveniently  applied  with 
a  tooth-pick  or  a  small  strip  of  cardboard. 

In  pasting  some  of  the  larger  models  where  several  surfaces  are 
fastened  together,  it  is  well  to  apply  the  paste  to  one  'or  two  surfaces 
at  a  time  and  then  hold  them  together  for  half  a  minute,  and  after- 
wards continue  pasting  the  other  surfaces  in  the  same  way,  instead 
of  applying  all  the  paste  at  once. 

SCORING. —  This  exercise  consists  in  cutting  half  through  the 
cardboard  to  make  folding  easier. 

The  best  tool  for  this  is  the  knife,  but  the  use  of  scissors  for  the 
purpose  would  prove  perfectly  satisfactory,  if  the  blunt  point  of  one 
of  the  blades  is  sharpened  for  the  purpose.  This  exercise  should 
not  be  introduced  before  Model  0,  Second  Year. 

CARDBOARD.  —  Two  thicknesses  of  cardboard  are  used.  For 
the  first  year  and  the  first  eight  models  of  the  second  year's  course, 
the  weight  is  100  pounds  to  500  sheets.  For  the  rest  of  the  second 
year,  140  pounds  to  500  sheets. 

It  may  be  secured  of  different  shades  and  colors.  The  gray 
varieties  will  be  found  the  best  for  the  majority  of  the  models.  In 
selecting  the  thinner  -cardboard  see  that  it  can  be  creased  without 
breaking. 

DRAWING.  -  -  To  make  exact  cutting  possible  it  is  necessary  to 
have  fine  distinct  lines.  .V  hard  pencil  is  therefore  preferable, 
although  not  so  hard  that  it  will  tear  the  paper  or  cardboard. 

For  the  first  year  it  is  best  to  have  a  rule  giving  -J"  as  the 
smallest  fraction,  but  for  the  second  year  T1/'  is  necessary. 

If  only  one  triangle  is  supplied  the  45°  is  preferable.  The  size 
should  be  6"  or  larger. 

The  following  lines  are  used  in  the  drawings: 

Heavy  solid  lines  for  the  outline  of  an  object. 


KXKI{(  -ISES,  INSTRUMENTS,   AND  MATERIAL.  H 

Light   solid   lines  for  construction  lines. 

One-half  inch  dash  lines  for  dimension  lines.  These  lines 
should  be  light  and  made  of  dashes  about  4"  long  with  J"  spaces 
between  them. 

One-eighth  inch  dash  lines  for  extension  lines  and  to  indicate 
folding.  They  are  made  of  dashes  about  -J"  long  with  -J"  spaces 
between  them. 

In  placing  dimensions  upon  a  drawing  a  dash  line  should  be 
drawn  from  one  point  to  another  between  which  the  dimension  is  to 
be  given,  and  the  actual  dimension  should  be  placed  in  the  line,  a 
space  having  been  left  for  it  in  the  centre. 

Arrow-heads  are  placed  at  the  ends  of  these  lines,  the  points  of 
the  arrow-heads  exactly  touching  the  points  or  lines  between  which 
the  dimension  is  to  be  given. 

The  figures  for  dimensions  should  read  from  the  left  or  from 
the  bottom  of  the  drawing. 

The  dividing  line  in  a  fraction  should  always  be  made  in  line 
with  the  dimension  line.  Place  the  dimension  lines  at  least  J" 
outside  the  figure. 

When  an  arc  of  a  circle  is  shown,  give  the  radius,  and  draw  a 
very  small  circle  about  the  centre,  and  let  this  small  circle  take  the 
place  of  an  arrow-head. 

PRELIMINARY   LESSONS. 

In  large  classes  it  will  be  found  advisable  to  introduce  the  work  with 
a  few  preliminary  lessons.  The  following  are  suggested : 

1st  lesson.  The  use  of  rule  as  a  measuring  instrument. 

2d  The  use  of  rule  for  drawing  lines. 

3d  The  use  of  rule  for  drawing  lines  of  definite  lengths. 

4th        "  Use  of  triangle. 

5th  Use  of  scissors. 

6th  On  the  different  lines. 

The  time  given  to  the  preparatory  lessons  would  be  determined  by 
the  amount  of  time  given  to  manual  training.  If  two  periods  of  one 
hour  each  are  given  to  the  work,  it  would  be  well  to  give  one  period  to 
each  of  the  lessons.  If  only  one  period  a  week  is  given,  these  lessons 
must  be  gone  through  more  rapidly. 


12 


EXERCISES,  INSTRUMENTS,  AND  MATERIAL. 


LESSOX  I.     Use  of  rule  for  measuring. 

Instrument:  rule. 

Draw  an  oblong  on  the  blackboard  about  36"  X  3",   representing 
the  rule. 

Divide  into  twelve  equal  spaces  and  write  figures  as  on  the  rule. 
Show  to  class  that  these  distances  represent  inches. 
Have  some  of  the  pupils  come  to  the  blackboard  to  point  out  .dis- 
tances in  inches  asked  for  by  the  teacher. 

Explain  the  sign  for  inches,  two  dots,  and  the  sign  for  feet,  one  dot. 
Have  the  class  show  on  their  rules  distances  asked  for  by  the  teacher. 
Call  attention  to  the  lines  on  the  rule  indicating  -J",  these  being 
the  longest  lines  between  the  inch  marks. 

Complete  the  rule  on  the  blackboard  by  putting  on  these  lines. 
Have  individual  pupils  point  out  upon  the  blackboard  distances  in- 
volving the  \"  fraction,  the   class  being  asked  to  show  the  same  dis- 
tances on  their  own  rules. 

Have  the  class  find  the  dimensions  of  objects,  as  books,  the  top  of 
the  desk,  etc. 

Teach  the  dimensions,  length,  width,  and  thickness. 
LESSON  II.     Use  of  rule  for  drawing  lines. 
Instruments:  pencil,  rule. 

Give  the  class  pieces  of  paper  about  6" 
square. 

Show  pupils  how  to  hold  rule  when 
drawing  lines. 

Direct  the  pupils  to  measure  V  from  the 
top  on  the  right  and  left  edges  and  draw  to 
a  horizontal  line  connecting  these  points. 

Continue  drawing  horizontal  lines  1" 
apart  to  the  bottom  of  the  paper,  dictating 
each  step. 

Draw  the  vertical  lines  1"  apart. 

Drawing     lines     of    given 


LESSOX  III. 

length. 
Instruments:  pencil,  rule. 

Draw  a  horizontal  line  V  from  the  top, 
and  a  vertical  line  1"  from  the  left  side  of 
paper. 

Measure  off  y  spaces  on  the  vertical  line, 
beginning  at  the  intersection  point. 

At  the  right  edge  of  paper  measure  y 
spaces  below  the  horizontal  line. 


2" 

2f 

3" 

*i 

5 

5 

=\ 

\ 

\ 

\ 

\ 

i:\KKClSKS.    INSTIM  MKNTS.   AM)  MAT  Kit  I  A  I.. 


L3 


Write  opposite  the  dots  at  the  left  side  the  required  lengths  of  the 
lines  to  be  drawn,  making  each  line  •£"  shorter  than  the  one  preceding 
it.  If  accurately  done,  a  line  drawn  through  the  ends  of  these  lines 
should  be  straight. 

LESSOX  IV.    Use  of  triangle.  ^  -Q 

Instruments:  pencil,  rule, 
triangle. 

Draw  horizontal  line  AB  6"  long. 

Place  the  triangle  so  that  one  of  the 
short  sides  coincides  with  AB  with  the  right 
angle  at  B,  draw  the  line  BC. 

In  the  same  way  draw  the  line  AD  with 
the  triangle. 

Measure  off  6"  on  these  perpendicu- 
lars from  B  and  A  respectively,  draw  the 
line  DC. 

Draw  horizontal  line  I"  below  AB,  and  construct  a  concentric 
square,  using  triangle  as  before. 

LESSOX  V.     Use  of  scissors. 

Instruments :  pencil,  rule,  triangle,  and  scissors. 

The  squares  drawn  in  the  previous  lesson  may  be  cut  out  in  this  one. 

Show  how  to  hold  scissors. 

It  is  not  a  good  plan  to  draw  a  number  of  lines  on  a  piece  of  paper 
and  then  ask  the  class  to  cut  on  them.  This  method  will  have  a  tendency 
to  make  the  pupils  careless  in  the  following  exercises.  Give  them  some- 
thing definite  to  cut  out  as  suggested  above.  The  success  they  may  have 
in  the  future  does  not  so  much  depend  upon  the  amount  of  cutting  they 
have  had  as  upon  the  character  of  their  previous  work.  It  is  better  prep- 
aration to  have  cut  carefully  on  one  single  line  than  to  have  carelessly 
used  the  scissors  on  a  hundred.  The  teacher  will  have  to  remind  the 
pupils  repeatedly  to  cut  slowly  during  the  earlier  lessons. 

LESSOX  VI.     On  the  different  lines. 

As  there  are  four  different  lines  used  in  the  following  drawings,  it 
seems  best  to  concentrate  the  attention  of  the  pupils  during  one  lesson 
on  the  character  and  use  of  these  lines.  The  teacher  may  make  a  draw- 
ing on  the  blackboard  in  which  the  typical  use  of  each  line,  except  the 
folding  line,  is  shown,  and  explain  reason  for  having  so  many  different 
lines.  Then  the  class  may  draw  the  lines  on  paper. 

NOTE.  This  lesson  had  better  be  postponed  until  after  the  first  model  is 
made.  Then  the  pupils  will  know  the  length  of  one-half  inch.  For  the  exten- 
sion lines  it  will  be  sufficient  at  this  stage  to  ask  the  pupils  to  make  short  dashes. 


FIRST  YEAR. 


PLAN  OF  THE  EXERCISES. 


FIRST  YEAR. 


Exercises. 

Models. 

/No.  1. 

Rule. 

"    2. 

Square  (  'ard. 

"    3. 

Tag. 

"    4. 

Circular  Card. 

"    5. 

Equilateral  Triangle. 

"    6. 

Isosceles  Triangle. 

"    7. 

Scalene  Triangle. 

"    8. 

Hexagonal  Card. 

"    9. 

Hexagonal  Star. 

Cutting           ((  10 

Octagonal  Card. 

with         /    44  n 

Rule. 

Scissors.           44  j2 

Circle  -Maker. 

"  13. 

Rhombus. 

"  14. 

Rhomboid. 

"  15. 

Quatrefoil. 

"  16. 

Rule. 

"  17. 

Hem  Measure. 

"  18. 

Trefoil. 

"  19. 

Tabje  Mat. 

"  20A. 

Book-Mark. 

\   "20B. 

Book-Mark. 

Cutting       f 

and          J    "21. 

Sled. 

Folding.      [ 

"23. 

"24. 

"  25. 

"26. 

"  27. 

"28. 

Cutting, 
Folding, 

"23. 
"30. 

and         (    "M- 

Tying. 

"32. 
"33. 

"  34. 

"35. 

44    OC 

OU. 

"37. 

"38. 

40. 


Book-Mark. 

Square  Box. 

Wall  Pocket. 

Cubical  Box. 

Catch-Ail. 

Handkerchief  Box. 

Candy  Box. 

Basket. 

Candle  Shade. 

Portfolio. 

Hexagonal  Tray. 

Frame. 

Square  Candy  Box. 

Frame. 

Cabinet  Frame. 

Brush -Broom  Holder. 

Court- Plaster  Case. 

Letter  Holder. 

Card  Basket. 


(14) 


No.  I. 


RULE. 


First  Yean 


1.  Draw  a  horizontal  line  6"  long. 

2.  Erect  perpendiculars  at  each  end,  using  triangle. 

3.  Complete  rectangle. 

4.  Mark  oif  distances  1"  down  from  A  and  B,  and  connect  with  a 

horizontal  line. 

5.  Mark  off  1."  distances  on  AB,  and  erect  perpendiculars  at  these 

points  to  the  horizontal  line  just  drawn. 

6.  Draw  another  horizontal  line  \"  from  AB. 

7.  Mark  oif    -J-"  distances  on  AB,   and  erect  perpendiculars  to' this 

line.  « 

NOTE. —  Teach  the  qualities  of  a  rectangle,  parallel  horizontal  and  parallel 
vertical  lines  and  accurate  measurements. 


No.  2. 


SQUARE  CARD. 


First  Year. 


1.  Draw   a    horizontal   line- 

3f  long. 

2.  Erect   perpendiculars   at 

A   and    B,    using   tri- 
angle. 

3.  Complete  square. 

NOTE.— Teach  the  qualities 

of  a  square. 


No,  3* 


TAG. 


First  Year. 


l 


i 


-M 

7 

i 


4 


1.  Construct  rectangle  4"X'2-i". 

2.  Mark  off  for  corners  and  find  place  for  hole. 

,  NOTE.  —  Review  facts  illustrated  in  previous  lessons.     The  two  small  trian- 
gles cut  from  the  corners,  when  put  together  will  make  a  square. 


No.  4. 


CIRCULAR  CARD. 


Describe    a 
radius. 


First  Year. 


circle, 


NOTE. —  A  preliminary 
lesson  may  be  given  on 
the  use  of  the  compasses. 
Teach  the  characteristics 
of  a  circle  and  terms  used 
in  connection  with  the 
same,  as  centre,  radius, 
diameter,  circumference. 

This  model  may  be  used 
as  a  mount  for  a  calen- 
dar. 


No.  5. 


EQUILATERAL  TRIANGLE. 


First  Year. 


—  3 


1.  Draw  the  horizontal  line  AB. 

2.  Take  A  as  a  centre  and  AB  as  radius  and  describe  arc. 
').  Take  B  as  centre  and  same  radius  and  describe  arc. 

4.  Connect  point  of  intersection  with  A  and  B. 

NOTE. —  Teach  characteristics  of  a  triangle. 

Compare  with  other  triangles  and  give  name  "  equilateral." 


No.  6. 


ISOSCELES  TRIANGLE. 


First  Year. 


1.  Draw  the  base  AB. 

2.  With  centre  A  and  radius 

greater  than  one-half  of 
AB  (in  this  case  4") 
describe  an  arc.  With 
centre  B  and  same  ra- 
dius describe  arc. 

3.  Connect  the -point  of  inter- 

section with  A  and  B. 

NOTE.  —  Teach    the    character- 
istics of  the  isosceles  triangle. 


(17) 


No.  7. 


SCALENE  TRIANGLE. 


First  Year. 


1.  Draw  horizontal  line  AB,  5"  long. 

2.  With  centre  A   and  radius  4"  describe   arc. 

3.  With  centre   B   and   radius   3"  describe   arc. 

4.  Connect  point  of  intersection  with  A  and  B. 

NOTE. —  Compare  with  triangles  previously  constructed. 


No.  8. 


HEXAGONAL  CARD. 


First  Year* 


1.  Describe  a  circle,  radiu* 

2^. 

2.  Draw  the  horizontal  di- 

ameter. 

3.  Set  off  radius  on  the  cir- 

cumference  from  ex- 
tremities of  diameter. 

4.  Connect  the  points,  com- 

pleting   the    hexagon. 

NOTE. — Teach  the  qualities 
01  a  hexagon  and  its  construc- 
tion. Compare  angles  with 
right  and  acute. 


(18) 


No.  9. 


HEXAGONAL  STAR, 


First  Yean 


1.  Describe  a  circle, 
radius  3". 

•2.  Set  off  the  radius 
on  the  circum- 
ference, as  in 
.  ^o.  8. 

3.  Draw  the  triangles 

ACE  and  BDF. 

4.  Darken  the  outline 

of  the  star. 


No.  JO. 


OCTAGONAL  CARD. 


First  Year. 


1.  Construct  the  square. 

2.  Draw  the  diagonals. 

3.  With  half  the  length  of 

the  diagonal  as  radius 
and  the  corners  of  the 
square  as  centres  de- 
scribe arcs,  locating 
the  corners  of  the  oc- 
tagon. 

4.  Connect      points,      com- 

pleting   the    octagon. 

NOTE.-—  Teach  the  Charac- 
teristics of  the  octagon,  sides 
and  angles. 


No  n. 


RULE. 


First  Year. 


1 

\ 

1 

1 

1 

1 

I 

I 

| 

| 

| 

| 

1 
i 

/                       2                     OJ                     <?•                      S 

1.  Construct    rectangle    and    mark  inches  and    half  inches.      (See 

Model  No.  1.) 

2.  Draw  horizontal  line  J"  from  AB. 

3.  Mark  off   J"   spaces   on   AB   and   draw   perpendiculars   through 

these  points   to  line  just   drawn. 

NOTE. —  Additional  practice  may  be  given  in  the  use  of  the  J"  fraction.     (See 
note,  Model  No.  16.) 


NO.  n. 


CIRCLE-MAKER* 


First  Yean 


Jr 


1.  Construct  rectangle. 

2.  Draw   the   centre   line. 

3.  Divide  the  line  into  inches. 

4.  Divide  the  first  inch  into  quarters  and  the  second  inch  into  half 

inches. 

5.  Punch  holes  with  a  pin. 

NOTE.  —  Place  a  needle-point  in  one  of  the  holes,  and  with  a  pencil-point 
placed  in  another  hole  circles  of  different  sizes  may  be  made  by  revolving  the 
circle-maker  around  the  needle-point. 


No.  13. 


RHOMBUS. 


First  Year. 


—    — * 


1.  Draw  the  base  AB. 

2.  Draw  an  oblique  line  AC,  length  =  AB,  through  A  at  any  con- 

venient angle  to  AB.      (60°.) 

3.  Take  AB  as  radius  and  B  and  C  respectively  as  centres  and  find  D. 

4.  Connect  D  with  B  and  C. 

NOTE. —  Teach  the  qualities  of  a  rhombus  and  compare  with  square.  It  may 
prove  convenient  to  construct  an  equilateral  triangle  on  AB,  thus  getting  the 
60°  angle  at  A. 


No.  14. 


RHOMBOID. 


First  Year. 


1.  Draw   the  base   AB. 

2.  Draw  AC    at   any   convenient   angle   to    AB.      (60°.) 

3.  With  C  as  centre  and  AB  as  radius  describe  arc. 

4.  With  B  as  centre  and  AC  as  radius  describe  arc,  the  two  inter- 

secting at  D. 

5.  Connect  D  and  C,  and  D  and  B. 

NOTE. —  Teach  the  qualities  of  rhomboid  ;  compare  with  rectangle. 

(21) 


No.  15. 


QUATREFOIL. 


First  Year. 


1.  Construct  square,  side  ^.J/'. 

2.  Find  centre  of  each  side  and  construct  semicircles. 


No.  J6. 


RULE. 


First  Year. 


1 

1 

1 

1 

1 

I 

I 

| 

| 

i 

J 

^!r 
T 
.1- 

/                   2                  3                  4                   5 

1.  Construct  as  in  Models  No.  1  and  No.  11. 

2.  Draw  a  line  ^"  from  the  base. 

3.  Set  off  I"  distances  on  the  base   and   draw  the   perpendiculars. 

NOTE. —  Give  some  exercises  using  the  $"  fraction. 

Instead  of  making  this  model,  the  |  fraction  mav  be  drawn  on  Model  No.  11. 


(22) 


No.  J7. 


HE 


First  Year. 


^  f-l 

•I- 

i 

/I 

;T 

H« 

I 

1.  Construct  the  rectangle. 

2.  ]\Iark  off  a  distance  j"  from  one  end  on  one  side,  and  3"  on  the 

other  side,  and  make  the  drawing1  for  the  notches. 
NOTE.  —  Explain  its  application  in  Sewing. 


No.  J8. 


TREFOIL. 


First  Year. 


1.  Construct  an  equilateral  triangle,  side  2J". 

2.  With  corners  of  triangle  as  centres  and  1J"  radius  describe  the 

arcs. 


(23) 


No,  19. 


TABLE  MAT. 


First  Year. 


1, 


Describe  a  circle, 
2"  radius. 

Draw  the  hori- 
zontal and  ver- 
tical diameters. 

Bisect  quadrants, 
using  the  com- 
passes,  and 
draw  the  diam- 
eters. 

With  extremities 
of  diameters  as 
centres  de- 
scribe the  arcs 
forming  the 
outline  of  the 
model. 


NOTE.  —Teach  how  to  bisect  a  line. 


No.  20A. 


BOOK-MARK, 


4 

T 


First  Year. 


1.  Draw  a  horizontal  line   4J"  long. 

2.  From  one  end  set  off  radius  £"  and  describe  circle. 

3.  Draw  lines  parallel  to  the  horizontal  line,  J"  from  it,  on  each  side, 

and  complete  end  of  model  by  vertical  line. 

4.  Have  the  parallel  lines  just  drawn  extend  -J"  within  the  circular 

part. 

5.  Small  holes  may  be  punched  at  the  extremities  of  these  lines. 

(24) 


No.  20B. 


BOOK-MARK. 


First  Yean 


1.  Construct      rectangle 

2f/X2*. 

2.  Draw  lines  inside  parallel 

to  the  sides. 

3.  Mark    off    distances    and 

draw  oblique  lines, 
completing  the  outline 
of  the  model. 


FOLDING   EXERCISE. 


44'- 


1.  Construct    square    44". 

2.  Draw  dotted  lines   (see 

page  11). 

3.  Fold    on    dotted    lines 
-1  (see  page  9). 


.  1 


(25) 


No.  21. 


SLED. 


First  Year. 


1.  Construct  the  rectangle  4J"X3". 

2.  Draw  folding  lines  and  complete  outline  of  the  model. 

3.  On  the  -J"  dash  lines  fold  the  parts  A  and  C  at  right  angles  to  B. 

NOTE.  —  In  all  the  following  models,  it  is  well  to  darken  the  outline  of  the 
figure  to  be  cut  out. 


No.  22. 


BOOK-MARK. 

-  — 2" 


First  Year. 


X   \ 

/  \ 


T 


4" 


1.  Construct  the  rectangle  4"X2". 

2.  Find  the  centre  of  one  of  the  long  sides  and  connect  it  with  the 

ends  of  opposite  side. 

NOTE. —  Tie  together  folded  parts  with  twine  or  knitting  cotton. 
The  holes  for  tying  are  £"  from  the  edge  on  this  and  the  following  models, 
when  the  distances  are  not  dimensioned. 

(26) 


No.  23. 


SQUARE  BOX. 


First  Year. 


Construct  square  5" 
and  draw  lines  in- 
side square. 


^. 

li 


No.  24. 


WALL  POCKET. 


First  Year. 


\        / 
\/ 


ofe          -V— 

gj — -  —  - 


J 


1.   Construct     squaro 


2.  Find  centre  of 
sides,  and 
connect. 


(27) 


No.  25. 


CUBICAL  BOX. 


First  Year. 


csl 


u 


<* 


*)* 

^    ™~ 


1.  Construct  rectangle  8"X6". 

2.  Divide  sides  into  two-inch  spaces,  and 

connect  opposite  points. 


(28) 


No.  26. 


CATCH-ALL. 


First  Year. 


\ 


I 


— •  ^* 

I 


:U 


—  4  — 


1.  Construct  square   S'' '. 

2.  Find  centres  of  sides   and  connect. 


No.  27. 


HANDKERCHIEF  BOX. 


First  Year. 


13' 


1.  Construct  rectangle  :1.°)"X-S//. 

2.  Pleasure   oft'  on   lon^   sides    1  i-"?    5",   IV'   spaces;     on    short   sides 

1-J"  and  5"  spaces. 
.'>.    Connect  Opposite  points. 


No.  28. 


CANDY   BOX. 


First  Year. 


I.    Construct  equilateral  triangle,  8"  base. 

:2.    Connect  centres  of  sides  with  dotted  lines. 

3.  Draw  dotted  lines  2^"  from  and  parallel  to  those  just  drawn, 
measuring  on  the  sides.  These  last  lines  should  be  on  the 
other  side  of  the  cardboard,  therefore  they  have  to  be  drawn 
on  the  cardboard  after  the  8"  triangle  }s  cut  out. 


(30) 


No.  29. 


BASKET. 


First  Year. 


1.   Construct  2"  square,   and  draw  diagonals. 

-2.  With  radius  4"  and  centre  the  intersection  point  of  the   diago- 
nals describe  circle. 

3.  Extend  diagonals  to  circumference  of  circle. 

4.  Measure  off  1 J"  on  the  circumference  on  each  side  of  the  diagonals, 

using  compasses. 
6.   Connect  these  points  with  corresponding  corners  of  the  square. 


No.  30. 


CANDLE  SHADE, 


First  Year. 


1.     Construct  semi-circle,  radius  4". 

*2.     With  same  centre  construct  another  semi-circle,  radius  1  V'. 

3.     Indicate  the  overlapping  part  by  a  line  from  tin-  renti •«•  to  a  point  on  the  large  arc 
|"  from  the  diameter. 

NOTE. — Place  the  two  ends  so  that   thev  overlap  to  the  line  drawn,  and 
punch  holes  through  h:»th  thicknesses  of  cardboard  at  the  same  time. 


No.  31* 


PORTFOLIO. 


First  Year. 


1.  Construct  rectangle  11"  X  12". 

2.  Draw  lines  inside  parallel  to  sides. 

3.  Complete  outline  of  laps. 


/;"- 


(32) 


No.  32, 


HEXAGONAL  TRAY. 


First  Year. 


1.  Describe  concentric  circles,  radii  4"X3"  respectively. 

2.  Inscribe  hexagon  in  smaller  circle. 

3.  Draw  triangles  ACE  and  BDF. 

4.  Extend  the  sides  of  these  triangles  to  the  circumference  of  the 

other  circle. 


(33) 


No.  33. 


FRAME. 


First  Year. 


"'f 


n 


Noo 


1.  Construct  rectangle  llf'XS}"  and  complete  according  to  drawing. 

2.  To    facilitate    the    cutting,  the    i»side    rectangle    indicating    the 

opening  for  the  picture  should  be  drawn  on  both  sides  of  the 
cardboard.  To  get  this  drawing  accurate  it  may  be  a  good  plan 
to  perforate  the  cardboard  with  a  pin  or  needle  point  in  the 
corners  of  the  rectangle  and  then  connect  the  points  attained 
on  the  other  side  of  the  cardboard. 

3.  In  cutting  out  the  Opening  of  the  frame,  make  a  hole  with  the 

scissors  in  the  centre  and  cut  on  the  diagonals  to  the  four  cor- 
ners. Then,  with  the  scissors  held  underneath  the  frame, 
always  cut  on  the  left  side  of  the  opening  to  be  made,  begin- 
ning near  the  centre  of  the  line,  and  cut  up  to  the  corner. 
Having  cut  the  four  sides  that  way,  turn  the  model  over  and 
repeat  the  same  cutting  from  the  other  side. 

NOTE.  —  If  this  exercise  is  being  done  with  the  scissors  while  reading  the 
directions  they  will  seem  less  obscure. 

(34) 


No.  34. 


SQUARE  CANDY  BOX. 


First  Year. 


1.  Construct  square  3" '. 

2.  Extend  sides  V  and  connect. 

3.  Construct     equilateral     trian- 

gles  on   lines  just   drawn. 

4.  Cut   out   the   model. 

5.  Draw  dotted  lines  for  laps  on 

other  side  of  cardboard. 


Nos.  35  and  36. 


FRAMES. 


First  Year. 


i 

a 

0 

1 

1 

: 

** 

h 

,T 

T 

0 

o 

o 

0 

I 

4f- 

No.  35. 


O  0 

00 

c 

H*'- 

r 

•k 
JH 

•s 

•^^, 

*  T 

1 

0  0 

w 

^ 

^ 

[• 

00 

3 

u 

"  — 

-si'- 

—  —  —5 

No.   36.      Cabinet   Frame. 


(36) 


No.  37. 


BRUSH  BROOM  HOLDER. 


First  Year. 


ft 


Back. 

1.  Construct  rectangle  7£"  X  5". 

2.  Draw  lines  parallel  with  short  sides. 

3.  Locate  centres  for  arcs. 

4.  Complete  according  to  drawing. 
Pocket. 

1.  Construct  rectangle  6"  X  4f". 

2.  Complete  according  to  drawing. 

3.  When  punching  holes  put  the  two   parts  to- 

gether. 

4.  The  laps  are  folded  towards  the  side  which  is 

to    be    the    outside    of    the    pocket    when 
fastened  to  the  back. 


(37) 


No.  38. 


COURT    PLASTER    CASE. 


First  Yea*. 


1.  Construct  the  outside  rectangle  5J"  X  4|". 

2.  Draw  the  lines  parallel  to  the  sides,  forming  inside  rectangles. 

3.  Construct  laps  AD  and  C. 

4.  In  constructing  lap  B  find  the  centre  of  ab,  draw  cd  and  ce  ;  with 

a  and  b  as  centres  and  radius  1J"  describe  arcs  ;  complete  the 
curves  freehand. 


No.  39. 


LETTER  HOLDER. 


First  Year. 


\ 


1 


T 


\> 

r 


1 


l 


1.  Construct  rectangle  14"  x  4|/x. 

2.  Draw  lines  |"  and  |/x  from  each  end  respectively. 

3.  Find  the  centre  of  each  of  these  lines,  and  describe  the  semi- 

circles. 

4.  Locate  the  centres  for  the  arcs  and  complete  drawing. 

NOTE.  —  Part  B  will  form  another  pocket,  its  lower  edge   reaching  clown  to 
the  folding  line  between  the  two  other  parts. 

(39) 


CARD  BASKET. 


1.  Describe  a  circle  3"  radius. 

2.  Draw  two  diameters  at  right  angles. 

3.  With  each  end  of  the  diameters  as  centres  set  off  radius  (3")  on 

the  circumference. 

4.  With    the    twelve    points  as   centres,    and    \"    radius,    describe 

circles. 

5.  Connect  the  inner  intersection  points  of  each  of  these  circles. 

6.  Cut  on   the   circumference  of  each   of  these   small  circles  to  the 

dotted  line. 

7.  To  fasten  laps  together,  weave  a  lacing  ribbon  or  string  in  and 

out  through  the  holes   in   the  laps.     Have    the    ribbon  cross 
adjoining  laps  on  the  inside  of  the  basket. 

NOTE.  —  Before   drawing  the   circles  be   sure  that  the  diameters  are  at  right 
angles. 

(40) 


SECOND  YEAR. 


PLAN   OF    THE    EXERCISES. 


SECOND  YEAR. 


Exercises. 

Models. 

/No.    1. 

Rule. 

"    2. 

Napkin  Ring. 

"    3A. 

Money  Bag. 

"    3B. 

Money    Bag,    with 

Cutting, 
Folding,   < 
Pasting. 

"    4. 
"    5. 
(i    6. 

Cover. 
Match  Scratcher. 
Lamp  Shade. 
Calendar  Stand. 

"    7A. 

Envelope. 

"    7B. 

Cabinet  Envelope. 

"    8A. 

Small  Frame. 

,  "    8B. 

Cabinet  Frame. 

f  "    9. 

Square  Box. 

"  10. 

Pencil  Tray. 

"  11. 

Basket. 

"  12. 

Cube. 

"  13A. 

Handkerchief  Box. 

"  13B. 

Card  Case. 

"  14A. 

Triangular  Box. 

"  14B. 

Stamp  Box. 

"  15. 

Portfolio. 

"  16. 

Round  Box. 

Cutting, 

"  17A. 

Match  Holder. 

Folding, 

"  17B. 

Match  Holder. 

Pasting, 

'*  ISA. 

Box  with  Cover. 

Scoring. 

"  18B. 

Sliding  Box. 

"  19A. 

Hexagonal  Tray. 

"  19B. 

Hexagonal  Tray. 

14  20. 

Pencil  Box. 

"  21A. 

Card  Case. 

"  21B. 

Photograph  Case. 

"  22. 

Brush-  Broom  Holder. 

««  23A. 

Bill  Holder. 

'l  23B. 

Wall  Case. 

"  24. 

Paper  Holder 

I  «  25. 

House. 

(40-x) 


No.  J. 


RULE. 


Second  Year. 


_L|_L 

-L\±- 

1_|_U 

-H-1- 

1 

1 

1 

1 

1 

1 

l      I 

/                       X                     3                     4                      S 

This  lesson  is  intended  for  a  review,  and  may  be  drawn  on  paper 

only. 

For  construction,  see  drawing,  and  Models  1  and  16,  first  year. 
The  fraction  ^"  is  added  and  may  be  drawn  on  one  or  more  inch 

spaces. 


No.  2. 


NAPKIN  RING. 


Second  Year. 


When  pasted  line  AB  will  coincide  with  A'B'. 


(41) 


No.  3A. 


MONEY  BAG. 


Second  Year* 


•,-* 

"»OI<*> 

-  A  _ 


1.  Construct  rectangle  6J-"  X  3^". 

2.  Draw  lines  inside  rectangle,  making  the   outline  of  the  figure 

with  heavy  lines,  and  using  dotted  lines  to  indicate  folding. 

3.  The  laps  in  this  and  all  the  following  models  are  f"  wide,  and  at 

45°  to  the  dotted  line,  unless  otherwise  mentioned.      (These 
laps  may  be  made  at  60°  or  30°  if  that  triangle  is  used.) 

4.  Paste  laps  inside  of  bag. 


No.  3B. 


MONEY  BAG. 


Second  Year. 


X 


:tl 


1.  Construct  rectangle  1\"  x  3V7,  and  complete  drawing  like  the 

previous  model. 

2.  In  drawing  the  covering  lap,  notice  that  it  is  folded  T^/x  above 

the  diameter  of  circle. 

(42) 


No.  4. 


MATCH   SCRATCHER. 


Second  Year. 


1 .  Construct  outside  rectangle. 

2.  Draw  lines  inside  -J"  from 

the  sides. 

3.  Measure  off  |"   from  each 

corner    on   each  side   of 
the  outside  rectangle. 

4.  Mark   off  V   on   the    lines 

drawn   inside,  measuring 
from  the  outline. 

5.  Connect       corresponding 

points  (see  drawing). 

6.  Draw  small  rectangle,  defin- 

ing place    for   the   sand- 
paper. 


V        / 

/O  00 

,1 

\ 

i<  —  r 

"• 

f 

^ 

f  '" 

r 

« 

'$ 

^s"5 

c 

si 

/ 

X 

,1 

r 

<0 

00 

/            X 

\ 

1 

^_ 

_^"_, 

I                            9c 

5" 

4 

fOl^M 

TJ 


No.  5. 


LAMP  SHADE. 


Second  Yean 


5' 


1.    When  pasted  B'D'  will  coincide  with  BD. 


(43) 


No,  6. 


CALENDAR  STAND* 


Second  Year. 


Construct  an  equilateral  triangle  on  AB,  and  then  on  AC  and  on  BC. 

NOTE.  —  The  size  of  this  model  may  be  modified  according  to  the  size  of  the 
calendar. 


No.  7  A. 


ENVELOPE. 


Second   Year. 


T 


1.  Construct  11"  X  7"  rectangle  and  draw  the  lines  inside  parallel 

to  sides. 

2.  Drawings  of  laps  A  and  C  are  similar. 

3.  Construct  lap  B  similar  to  lap  D,  then  extend  on  lap  B  oblique 

lines  |"  beyond  the  rectangle  and  connect. 

4.  Fold  B  first,  D   second,  and   C  third.     When   pasted,  apex  of 

lap  C  should  come  directly  in  the  centre  just  over  edge  of  lap  D. 


No.  7B. 


CABINET  ENVELOPE. 


Second  Year. 


r 
il 


-K'- 


See  previous  model 


8A.                            SMALL  FRAME.                     Second  Yean 

-t        - 

r 

vi 

V* 

-  _i^ 

• 

e--i  
1 
l 

L  _..  _J 

Jl 

'     .:**; 

1 

1     1     ' 

'                   1 

/  /  " 

/" 

<" 

1  i  J-4 

1  ~n             ^ 

*4-' 

;?! 

1                    1 

^ 

Njfr 

1                     l 

1 

I 

1                      l 

5                1 

1 

D-s  ' 

I 

i 

1 

1                        i 

i 

.-i 

1 
i 

1 
1 

J 

i 

n 

*—       - 

r" 

i 

—  -11-^ 

i 

f 

I'i 


Construct  rectangles   and  measure  off 

for  the  corners. 
The  back  and  part  of  the  support  are 

indicated  in  the  drawing  by  dotted 

lines,  the  edges  being  invisible. 
The  back,  which  is  b\"  X  4",  may  be 

made  of  paper. 
The   support   is   a    separate   piece   of 

cardboard. 


(46) 


No.  8B. 


CABINET   FRAME. 


Second  Year. 


r 

^ 

n_ 

/"—  * 

~ 

EH 

• 

i              I 

1 
i 
i  

T.\ 

i 

i 

i 

1 

i 

i 

1 

^. 

i 
i 

i 

i 

"s" 

0 

l 

i 

8»oi 

1 

i 

vj 

i 

i 

i 

i 

i 

i 

i 

i 

t 

i 

• 

i 

i 

i 

^ 

i 

, 

_  j 

' 

oo            n 

rO 

00 

II 

1 

-/ 

4 

<  / 

V-^7^ 

i 

*-           /| 

—  ^ 

For  construction  see  previous  model. 


(47) 


No.  9. 


SQUARE.  BOX. 


Second  Year. 


N 


V. 


71 


K 


,n 


Tl 


1.  Construct  large  square. 

2.  Draw  lines  inside  parallel  to  sides. 

B.    Draw  diagonal  in  each  small  square  thus  obtained 

NOTE.  —  On  this  and  following  models  the  broader  point  of  the  scissors  is  ased 
for  scoring;  that  is,  the  folding  is  facilitated  by  cutting  half  through  the  card- 
board, the  broader  point  of  the  scissors  having  been  sharpened  for  the  purpose. 
(See  page  10.) 


o.  JO. 

PENCIL   TRAY.                       Second  Year 

N 

Y 

JJ 
1 

1l 

r 

r  • 

/i 

K 

(48) 


No.  n 


BASKET. 


Second  Year. 


.    Construct   rectangle 

X  2 
.    Extend  sides  of  rectangle 


The  centres  of  the  sides  of 
the  rectangle  are  also 
the  centres  of  the  arcs 
forming  the  outline  of 
the  opposite  side  of  the 
box.  (See  drawing.) 

Make  handle  5"  X  f" 
and  fasten  as  shown  in 
sketch. 


n. 


CUBE. 


Second  Year. 


This  model  may  be  used  for  a  bank  by  cutting  a  small  opening  in 
one  of  the  sides.     The  point  of  the  scissors  may  be  used  for  this 


cutting. 


(40) 


No*  J3A. 


HANDKERCHIEF  BOX. 


Second  Yean 


- 

j; 

N                           NY'      ^ 

s      \ 

1 

i 

t 

• 

i 

/T                         y\     y 

s,       / 

t 

. 
i                            i 

i                            i 

i 

t 

y              j~if>           \    .£« 

f~.it 

/^~"      5 

1,*                                              /6                                            /G    17 

1" 

i 

1.  For  construction  see  Model  27,  First  Year. 

2.  Draw  laps. 

NOTE.  — When  pasted  the  cover  will  overlap  the  sides  of  the  box. 


(50) 


No.  J3B. 


CARD   CASE. 


Second  Year, 


1  n 

:T 

I9M.I 

X] 

\ 

J 

/       \ 

i  1 

i 

ll 

i 

ji 

? 

i          / 

V^ 

* 

$  i 

. 

t 

tf 

-#-  -> 

>-f- 

.  . 

4  O  '                            . 

S      z* 

tg 

! 

! 

76" 


No.  HA. 


TRIANGULAR  BOX. 


Second  Year. 


1.  Construct   equilateral  triangle, 

5f"  base. 

2.  Set   off  |"   on   the  sides  from 

each    corner    and     connect 
corresponding  points. 

3.  From  the  apexes  of  the  inner 

triangle  draw  lines  perpen- 
dicular to  the  sides  of 
equilateral  triangle. 
4.    For  the   size   of   laps 
see  drawing. 


No. 


STAMP  BOX 


Second  Year. 


*(* 


\ 


\ 


\ 


\ 


9'" 

H 

*i~ 

VI 

V5 


\ 


^ 


/ 


\      / 


V 


1.    Construct  the  isosceles  triangle  3"  X  3"  X  2J". 

'2.    Draw  the  lines  perpendicular  to  the  sides,  extending  one  inch. 

3.  Connect  and  draw  laps. 

4.  On  the  side  where  the  cover  is  attached  -J^"  is  added  to  the  I" 

lines ;  thus  the  cover  is  folded  on  a  line  lyV'  fr°m  the  bottom 
of  the  box. 

5.  The  cover  overlaps  ^"  beyond  the  edge  of  box. 


(52) 


No. 


PORTFOLIO. 


Second  Year. 


/Of 


/I 


Jl 
} 


JJ 


1.  Construct   rectangle   13 \"  X   10}"   and    complete  according   to 

drawing. 

2.  The  Lip  forming  the  cover  is  folded  on  a  line  \"  above  the  edge 

of  the  pocket ;  the  bottom  of  pocket  is  Ty  wide. 


(53) 


No.  16. 


ROUND  BOX. 


Second  Year* 


Construct  rectangle  8J"  X  \\"  and  dra,w  the  laps. 

When  the  ends  of  this  piece  have  been  pasted,  the  bottom  is  put 

inside,  the  laps  being  pasted  on  its  bottom  surface. 
Make  another  circular  piece  with  diameter  -Jg"  larger,  and  paste 

it  on  to  the  other  bottom  piece  outside  the  box. 


(54) 


No.  J7A. 


MATCH    HOLDER. 


Second  Year. 


T 


8 


1.  For  the  construction  of  back  see  drawing. 

2.  The  pocket  will  require  a  piece  of  cardboard  6"  X  3J-". 

3.  Draw  the  oblong  3"  X  2f". 

4.  Find  centres  of  3"  sides  and  connect. 

5.  Construct  equilateral  triangles  and  laps. 

6.  The  place  for  the   pocket  is  indicated  by  the  larger  rectangle 

on  the  back.     The   smaller  rectangle  shows  the  place  for  a 
piece  of  sandpaper. 


(56) 


No.  \7B. 


MATCH   HOLDER. 


Second  Year* 


Back  : 

Construct  rectangle  5" 
X  3J". 

Draw  the  lines  parallel 
to  sides. 

Find  centres  for  arcs 
and  complete  outline. 
Pocket : 

This  part  will  require 
a  piece  of  cardboard 
6"  X  5". 

Draw  rectangle  4£"  X 

2|". 

,    Draw  lines  parallel  to 
short    sides  of    rec- 
tangle and  construct  | 
equilateral   triangles 
and  laps. 

NOTE.  — The  pocket  is  ' 
pasted  to  the  back  by  I 
surface  C.  I 

The  surface  marked  B 
serves  as  a  cover. 


1 


No.  J8A. 


BOX  WITH  COVER.  Second  Year. 


V. 


t 

-IN 


For  construction  see  Model  9,  Second  Year. 


No.  J8B. 


SLIDING   BOX. 


Second  Year. 


v.. 


4i' ""-£3 


No.  19A* 


HEXAGONAL    TRAY, 


Second  Year. 


1.  Describe  circles,  radii  2^"  and  3J"  respectively. 

2.  Inscribe  the  hexagons  and  draw  the  lines  defining  the  sides  of 

the  box.     (See  Model  32,  First  Year.) 

3.  For  size  of  laps  see  drawing. 


No.  J9B. 


HEXAGONAL  TRAY.  Second  Year. 


1.    For  construction  see  previous  model  and  Xo.  32,  First  Year. 


(60) 


No.  2<X 


PENCIL  BOX, 


Second  Year,    : 


I 


**• 


0"  A 


^/'H< 


M 


"J'T 

^O  I  "xO  I 

*»! — I 


Xi00 

Ov 


..  (fi 

f-fc-4 


f  ^  I 

k>|vS 

ri* 


•« 


NOTE.  —  Partitions,  one  lengthways  in  the  middle  of  the  box,  with  laps  attached 
to  the  ends  and  bottom,  and  another  across  the  one-half  of  the  box,  may  be  made  as 


illustrated  in  sketch. 


(61) 


No*  2JA. 


CARD    CASE. 


Second  Year- 


if- 


y^v 

XT  N 

T-  

I 

5 

w 

1 
i  

t  \  , 

V...,4-      > 

i\  fOlOO  X, 

\ I,  J 


1.  Construct  rectangle  7^-"  x  6|"  and  draw  lines  inside  parallel  to 

sides. 

2.  For  construction  of  the  covering  lap  see  No.  37,  First  Year. 


C62) 


No.  2\B. 


PHOTOGRAPH    CASE, 


Second  Year* 


t -A-&-  -       _>L2.5L_       —4—  - 

*FS  ^Z.T^          "  « 


// 


See  previous  model. 


No.  22. 


BRUSH-BROOM   HOLDER,  Second  Year. 


For  construction  see  Model  39,  First  Year. 
—  in  this  model  paste  pocket  to  back  with  laps  inside. 


(6-n 


No.  23A. 


BILL  HOLDER, 


Second  Year. 


1.    Construct  rectangle 


x 


2.  Draw  lines  inside  rectangle  parallel  to  sides. 

3.  Describe  arcs. 


(65- 


No.  23B. 


WALL  CASE. 


Second  Year. 


8. 


1.  A  piece  of  cardboard  9f"  X  8^-"  is  re- 

quired for  the  model. 

2.  Construct  square  5". 

3.  Find  centre  of  one  of  the  sides  and 

decribe  large  semicircle. 

4.  Set    off    on    the    circumference     two 

spaces  1|"  each    from  each    end  of 
diameter. 

5.  Connect  adjoining  points. 

() .    Erect  perpendiculars  from  these  points 

to  each  of  the  lines  just  drawn. 
Measure  off  1J-"  on  the  perpendiculars  and  connect. 
Make  drawing  of  laps  and  the  part  forming  the  back. 

(66} 


No.  24. 


PAPER    HOLDER. 


Second  Year. 


w 


-n- 


(67 


No.  25. 


HOUSE. 


Second  Year. 


No.  25. 


HOUSE. 


Second  Year. 


The  smaller  detail  drawings  represent  the  roof  and  the  chimney. 
This  model  may  be  made  very  interesting  by  adding  decorations 

suggested  by  teacher. 

The  blinds  may  be  indicated  in  pencil  on  the  house. 
Root',  chimney,  door,  and  blinds  may  be  tinted  in  water  color  if 

it  is  accessible. 
Awnings  of  paper  may  be  made  for  windows,  the  glass  of  the 

latter  represented  by  mica,  and,  if  the  house  is  pasted  on  to  a 

stiff  piece  of  cardboard  or  cover  of  a  pasteboard  box,  a  yard 

may  be  suggested. 


(69} 


FOURTEEN  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 


This  book  is  due  on  the  last  date  stamped  below,  or 

on  the  date  to  which  renewed. 
Renewed  books  are  subject  to  immediate  recall. 


LD  21-100m-2,'55 
(B139s22)476 


General  Library 

University  of  California 

Berkeley 


